0000028407 00000 n 0000001789 00000 n For example, they have termly meetings called annual reviews where the child’s one to one support assistant, the classroom teacher and other appropriate multi-agency members (Early Years teams, speech and language therapists, educational psychologists etc.) 0000004302 00000 n Special educational provision is underpinned by high quality teaching and is compromised by anything less. BTEC Level 1/Level 2 in Children’s Play, Learning and Development Unit 3: The Principles of Early Years Practice Includes: Detailed powerpoint presentation on NON- inclusive practice … Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 (Accessed: 27 May 2019). 3. The essay will attempt to identify potential key issues with inter-professional and multi-disciplinary working that may impact upon inclusion. (2017) The disability studies reader. 0000010497 00000 n These plans support children, young people and their families from birth to 25 and are employed at Setting X (Goepel et al., 2015). The chosen article is “A framework for understanding multi-agency working and engaging service users in change” (Greenhouse, 2013)but itwill also make reference to ‘”Improving families who have deaf children using family needs survey: a multi-agency perspective” (Dalzell et al., 2007), as well as other readings. We've received widespread press coverage since 2003, Your UKEssays purchase is secure and we're rated 4.4/5 on reviews.co.uk. 98 0 obj <>stream Subsequently, they recommended that professionals could collaborate more by joining their working practices, tools (for instance, the Common Assessment Framework) and their professional skills (Greenhouse, 2013, p.408). This is a collection of resources and indicators of high quality inclusive early childhood environments prepared by the Frank Porter Graham Child Development Institute and the National Early Childhood Technical Assistance Center. 0000023654 00000 n Influenced by the above acts Setting X strives to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs (Setting X Policy, 2014). 0000019191 00000 n This is where a decision is made on the progress of that child and suggestions are made that will be paramount for the child’s future. 0000005481 00000 n H�\�͎�@F�. 0000004327 00000 n Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? also attend. The Early Childhood Forum’s definition of inclusion is: “a process of identifying, understanding and breaking down barriers to participation and belonging.” Good inclusive practice promotes managers and practitioners to reflect on how people feel. 0000002726 00000 n %PDF-1.4 %���� A practice is said to be inclusive when a setting make everyone feel welcomed and gives all children in their care equal opportunity to achieve the highest of standards. We will help you to learn more about it and why it is important. - Answered - Inclusive practice is an approach to learning that acknowledges that not everyone learns the same. 0000018917 00000 n Early Childhood Essentials series: Inclusion and Diversity in the Early Years 3 Chapter 1 Inclusion is the process by which we value all individuals, recognising their unique attributes, qualities and ways of being. Everyone has their own idea about what ‘inclusion’ means and as a consequence it can take a different form in different settings. 0000003858 00000 n referenceS. 0000019260 00000 n Similarly, the child’s teacher and classroom assistant, along with the one to one support worker, share this information in meetings and this is recorded, and they work together to devise interventions for the child. 45 0 obj <> endobj According to Nutbrown (2019) inclusion in early years settings should be about implementing practices that ensure everybody feels they belongs. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs. trailer Goepel, J., Childerhouse, H. and Sharpe, S. (2015). 0000006023 00000 n Childcare endstream endobj 46 0 obj <>/Metadata 43 0 R/Pages 42 0 R/Type/Catalog>> endobj 47 0 obj <>/ColorSpace<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC]/ExtGState<>>>/Type/Page>> endobj 48 0 obj <> endobj 49 0 obj <> endobj 50 0 obj <> endobj 51 0 obj [77 0 R] endobj 52 0 obj <>stream When considering inclusion in any setting it is important to use theoretical models to assist our understanding of this and to help us create this type of inclusive environment. (1995), described the principle of multi-agency working as offering "participants a forum to debate issues, by giving professionals from different backgrounds the opportunity for inter-disciplinary discussion and by establishing a collaborative relationship between professionals and carers" (cited in Greenhouse, 2013, p.408). In the last annual meeting for every child, the setting has to present a documented book and a video of the child’s progress that has taken place over the course of the year. According to Percy-Smith (2005) and (Atkinson et al., 2007) this is where information exchange comes into play, in other words involving the mutual learning/knowledge of what each person does and could do. Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all. (Early Childhood Forum, 2003) Early years settings must promote an inclusive society in which every person is fully accepted, respected and valued. Differences between these professionals may lead to improved outcomes however, there may also be challenges as different professionals may have different expectations, approaches, and roles (Greenhouse, 2013). The teacher and assistants set up the classroom areas and materials in ways that can be accessible to all children, but they dynamically organize the physical space, equipment, and materials to intentionally encourage children’s independen… London: Taylor & Francis. Inclusive systems require changes at all levels of society. In order to do this, a critical analysis of a peer review journal article will be undertaken to examine an aspect of inclusion. (Accessed: 30 May 2019). Do you have a 2:1 degree or higher? 0000061201 00000 n It endeavours to make a clear distinction between “underachievement” and SEN (Setting X, 2014). Department for Education (2015) SEND code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. Within Setting X there is evidence of both models, for example in adaptation for accessibility that have been made, availability of disabled toilets and level floor access to enable independence but there are also aspects where they cannot participate, such as there is some equipment that may not be used by all which excludes individuals. 85–91. clear strategies and positive approaches towards equality within early years provision A Unique Child Children’s entitlements. To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! 0000011809 00000 n This activity was followed by the presentation, which further assessed us on our team work abilities, we applied the De Bono theory whereby we used the six hats (cited in Bono, 2000) to play a role of the teacher, SENCO and Senior Leadership Team. 0000005338 00000 n This was looked at from the perspective of how this could engage service users in change and the implications this has for professional practice (cited in Greenhouse, 2013). Although the group I was in did not win this activity there was still a sense of achievement because we demonstrated an ability to work collaboratively and achieve our goals together. By exploring the legal, policy and procedural frameworks that govern inclusive practice it helped develop the recommendations on how to improve inclusivity in Setting X, through inter-professional and multi-professional working. This also helped shape an understanding of different professional roles and how they work together. This is a good thing because it demonstrates the child’s improvement and development. Service providers also benefit from inclusive practices in childcare by sharing resources and developing partnerships. According the The Early Childhood Research Institute on Inclusion (ECRII), parents of children without disabilities participating in inclusive programs report positive changes in their … Hopefully, that’s where we can step in. Every child should be able to develop alongside their peers and get to school prepared and ready to continue their learning. 0000009440 00000 n Early childhood inclusion and early childhood intervention are inextricably linked. Inclusive practice values the diversity of the student body as a resource that enhances the learning experience' (Equality Challenge Unit, 2014). 2 Inclusive Practice Introduction: Inclusive practice This book has been written for early years practitioners who wish to focus on particular issues surrounding inclusion within their practice. Inclusive play provides respect for the culture of children’s play and recognises that all individuals are welcomed and valued. 0000002567 00000 n It has attempted to demonstrate the importance of collaborative work and the skills needed for multi-disciplinary teamwork, which requires training and regular discussions. The Early Childhood Forum define inclusion as: A process of identifying, understanding and breaking down barriers to participation and belonging. The code stipulates that all pupils are entitled to a broad and balanced curriculum. This is important in light of Lord Laming’s Review (2003) of Victoria Climbie’s death which recommended increasing joint working practices and data sharing amongst all those involved in the care of vulnerable young children (cited in Wilson and James, 2007). Subsequently, a group of professionals from diverse backgrounds with different skills and proficiencies would be required to achieve overall positive outcomes (Greenhouse, 2013, p.407). The benefits of inclusive practices are well documented for all children, their families and teachers. As Educators, we support an inclusive practice across our entire program, so that it embraces the right of every child to be, to belong and become in a diverse world. UCEDDs and the entire disability community can play a strong and definitive role in promoting this synergy across research, education, policy, and practice to promote the availability and growth of inclusive early childhood programs in their state. Looking for a flexible role? Registered office: Venture House, Cross Street, Arnold, Nottingham, Nottinghamshire, NG5 7PJ. This activity allowed us to share our knowledge and different practices from our various settings. reforms on inclusive practices and children’ s outcomes in early years settings in Australia is unknown. The latter is deemed by many academics as more valuable because it provides an understanding from the perspective of the individual. Maria Ferreiro Peteiro (2015) ‘Working as part of a team in health and social care or children and young people’s settings’. Available resources and indicators of high quality inclusive practices are presented in this compilation. 0000024510 00000 n reforms on inclusive practices and children’ s outcomes in early years settings in Australia is unknown. 0000010666 00000 n xref In addition, it has a positive partnership with children’s classroom teachers and parents/carers. Study for free with our range of university lectures! Arber, R. (2005). An inclusive practice in childcare promotes and encourages ALL children to participate in education and care. Children should be treated fairly regardless of race, religion or abilities. Children with and without disabilities can gain access to the physical space, materials, and equipment. Nutbrown (2019), states that inclusion also applies to the practices, attitudes as well as the values that help shape early childhood groups, so that everyone feels comfortable, have a sense of belonging and can contribute to that group. 0000060697 00000 n An aspect of inclusion examined by Greenhouse’s (2013) research wasan investigation into the quality of professional relationships between educational psychologists and the other professionals who work with children, young people and their families as part of a multi-agency team. HM Government (2018) ‘Working Together to Safeguard Children 2018’. ECA is committed to the inclusion of every child in early childhood education and care. Greenhouse’s (2013) article stated that efficient multi-agency working would enhance the skills and knowledge of multi-agency teams but that they must contemplate school-wide factors (such as the dynamic within the classroom), family factors such as ways of involving the family, as well as within-child factors, for example the child's personality and their background, this would result in long-term positive changes in behaviour (Greenhouse, 2013). This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether … In your own service it is important to review your … Every child is unique and will develop at their own pace, so it’s not about treating all children in exactly the same way but treating each child fairly and paying attention to … 0000000016 00000 n Published 27 January 2017 (2010) ‘40 years of storming: a historical review of Tuckman’s model of small group development’. Our academic experts are ready and waiting to assist with any writing project you may have. Hodder Education. 0000027684 00000 n 0000024579 00000 n Nonetheless, Greenhouse (2013) asserted that these interventions would necessitate a wide range of professional skills and would require supporting teachers with behaviour manage­ment for some children. One such theoretical framework was outlined by Greenhouse (2013), and is the Sociocultural Activity Theory which provides an outline for understanding how activities are restructured within a multi-agency team, whilst also consiidering the historical and cultural contexts in which changes to practice have taken place. There are two models of inclusion which are extremely different. Marks et al. %%EOF In addition, it will examine the importance of collaborative work and the skills needed for multi-disciplinary teamwork. Marks, D. (2009) ‘Models of disability’, Disability and Rehabilitation, 19(3), pp. It connects families and creates opportunities for friendships among children. Reflective practitioners with deeper understanding of children’s needs and the expectation that their practice should develop in order to meet the changing The … At its broadest, inclusion in the early years is about practices which ensure that everyone ‘belongs’: from children and their parents, to staff and any others connected with the setting in some way. Conversely, the journals as well as the formative assessment also highlighted some of the problems with multiagency teamwork that must be considered when implementing policies and procedures. Inclusive practice for EAL in early years is absolutely essential to make sure no child is left behind. Multisensory experiences can be good because using more than one sense at a time helps to build the brain more quickly. Similarly, the formative assessment which we undertook prior to this essay also emphasised the importance of how working together as part of team can boost positive outcomes. Good practice in early education Research examining good practice in early education as part of the study of early education and development (SEED). 18th May 2020 More in-depth investig ation of the work of teachers in early Prior to this essay, a class based formative assessment was carried out which involved a group presentation that illustrated inclusion and inclusive practice. Elements of Inclusive Education for Early Childhood Programs. Greenhouse, P. M. (2013) ‘Activity theory: a framework for understanding multi-agency working and engaging service users in change’. 0000003261 00000 n 0000031401 00000 n This essay has impacted on my future practice in highlighting the importance of working with others in the best interests of the child. As a foundation for this essay a formative assessment was carried out which involved a group presentation that illustrated inclusion and inclusive practice. No plagiarism, guaranteed! startxref 0000001376 00000 n Therefore, this framework can help influence current practices (Greenhouse, 2013). 0000008613 00000 n In relation to the journals, the essay identified the potential key issues within inter-professional and multi-disciplinary working that impact upon inclusion and which all settings must consider in order to ensure that all children are included in their everyday practices. Developing Inclusion, Education & Human Rights..... 4 3.Factors Effecting the Development of an Early Years Inclusion Policy ... Standards for Inclusive Practice in Early Years Settings..... 62 30.Planning Progress An Early Years Curriculum Framework & … August 19, 2015. In line with this, Setting X, works with numerous multi-agency professionals for the best outcome for children in their setting. Early Years providers and schools must use their best endeavours to ensure that such provision is made for those who need it. What does inclusive early years practice mean? By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the … Hopefully, that’s where we can step in. Setting X focuses on individual progress to gauge success. This essay may contain factual inaccuracies or out of date material. More in-depth investig ation of the work of teachers in early This stance to supporting young people, stems from the view that problems related to behaviour are not restricted to "within the child", but comprise of the wider context and other considerations around the child (Greenhouse, 2013, p.408). High quality early childhood programs form the foundation for high quality inclusive programs from which all children benefit. The research looked at some of the barriers as well as the facilitators to effective multi-agency working. At Setting X the legislation with which the inclusion policy complies with includes the SEN Code of Practice (January, 2015) the Ofsted Inspection Framework (2016), The Equality Act (2010) and the Children and Families Act (2014). The Act requires that all schools support pupils with a wide range of SEN (Department for Education, 2015). 0000031679 00000 n This type of activity according to Peteiro (2015) aims to help us understand how working together as part of team can encourage positive outcomes. doi: 10.3109/09638289709166831. This includes providing additional supports or removing barriers when required. Setting X (Policy, 2014) asserts that they try to ensure that children with SEN have the best opportunities to attain and achieve. At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. 0000003971 00000 n Bonebright, D. A. Their inclusion policy states that accurate assessment of needs and carefully planned programmes, are essential to the success of all children including those with SEN (Setting X, 2014). Nevertheless, this was also problematic because everyone had different views on what works best and this highlighted some of the issues of multi-team working, which may be due to people feeling their specialism is more knowledgeable. This essay will discuss the principles of inclusive practice and explore how this is embedded in the early years setting, including Setting X. Examine Your Affinities and Prejudice. 0000011138 00000 n Inclusive Play in the Early Years Offers Lasting Benefits. It also strengthens the community by valuing inclusion and community support. The Early Years Health and Development website developed by the Queensland Government Department of Education provides to a number of links for supporting inclusive practice in early childhood settings along with links to information around health and development issues. (Accessed: 20 May 2019). The SEND Code of Practice (2015) provided legal guidance on responsibilities, policies and measures relating to the Children and Families Act (2014). This is evident at Setting X where regular meetings take place with parents and other professionals to discuss their children’s needs. This involved two groups of three. Early childhood inclusion and early childhood intervention are inextricably linked. All children are citizens and have rights and entitlements. VAT Registration No: 842417633. In contrast, the Social Model of Disability was developed from the perspective of disabled people (Davis, 2017).The Social Model of Disability proposes that disability is caused by the way society is structured, rather than by the individuals impairment/disability (Davis, 2017). 0000024256 00000 n Vygotsky introduced the idea that language plays a pivotal role in cognitive development (Mcleod, 2018). At Setting X, collaboration and teamwork is focal to our work. 2. 0000032531 00000 n It expects staff to provide differentiated learning opportunities for all children within their setting and to provide materials suitable to children’s interests and abilities (Setting X Policy, 2014). Inclusion in your Early Years Setting refers to a process involving a programme, curriculum or educational environment where each child is welcomed and included on equal terms A child can feel they belong and can progress to his/her full potential in all areas of development (National Childcare Strategy 2006-2010) Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield. This includes exploring the values and beliefs that impact on inclusive practice and consequently, how this impacts on provision that incorporates reasonable adjustments. It involves the reduction of barriers and active participation and collaboration. Registered Data Controller No: Z1821391. Please refer to an authoritative source if you require up-to-date information on any health or medical issue. This knowledge and understanding was also influenced by Tuckman’s Theory (1965) (cited in Bonebright, 2010) and De Bono’s Six Hats Thinking Exercise (Bono, 2000). What is Inclusive Practice in Early Years? DEE Early Years Course: The Aim & Objectives..... 3 2. However, whilst highlighting areas of improvement it may highlight the child’s differences and challenges, which may not always be received positively by parents. An inclusive practice Childcare providers must ensure that every child at their setting is included. 0 Schools are expected to recurrently review and assess the support they offer/access and it is essential that they collaborate with other local education providers to explore how effectively diverse needs can be met so as to promote disability equality (Department for Education, 2015). This can be done or achieved when the various needs and diverse lifestyle of children and their families are factored into the settings planning, be it weekly, monthly or yearly. UCEDDs and the entire disability community can play a strong and definitive role in promoting this synergy across research, education, policy, and practice to promote the availability and growth of inclusive early childhood programs in their state. Inclusive staff teams in which staff members’ own life experiences, skills, lan-guages and cultures are valued and seen as a positive resource on which the whole setting can draw. 0000019676 00000 n As well as assessing your teaching methods, … The Children’s & Families Act (2014) also stresses that local authorities should involve families and children in considerations relating to their care and education; whilst also providing them with impartial support services. The publication is complemented by a programme of inclusion training and clearly supports the implementation of the EYFS for early years settings. It came into force in September 2014 and was last revised in January 2015. All kids benefit from exploring the four defined areas of developmental skills when at play. Nonetheless, all professionals have key knowledge and experience they can contribute but above everything it must be remembered that every child must be treated as unique and this must be reflected in their EHC plans and a collaborative, multi-agency approach must ensure all aspects of the child’s needs are addressed. Nutbrown (2019), highlights that inclusion in mainstream settings is predominantly applicable to children recognised as having special educational needs (SEN). The Act also inspired the Education, Health and Care Plan (EHCP) which is based on a single assessment procedure that replaced special education statements.

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